Peer Coaching
Differentiated Supervision
Forms
Peer Coaching
Peer Coaching is a confidential process through which teachers share expertise and provide one another with
technical assistance, feedback, and support during experimentation with new practices or during analysis of
traditional teaching practices. Focused activities included participating in reflective teaching seminars and
follow-up peer coaching activities.
1. Teachers, working in pairs or triads, observe one another’s classes.
2. Teachers record objective data, share, and analyze that data with each other in a confidential manner.
3. Observable data must be self-collected in each of the four domains, Planning and Preparation, Classroom Environment,
Instruction, and Professionalism.
4. Teachers make decisions about future lessons based on the analysis of the data.
5. Each teacher will submit a self-reflection aligned with each domain at the end of the coaching year.
6. Artifacts may be included to show changes made due to peer coaching suggestions.
Peer Coaching Guiding Questions for Mid-Year and End-of-Year Review:
1. What have you learned or had reaffirmed about teaching and learning as a result of the peer coaching activities?
2. Describe changes you made as a result of feedback you received from one of your peers.
3. Did you meet your goals described in your proposal? If not, what changes would be necessary to meet those
goals?
4. Provide a list of dates when the classroom visitations and feedback discussions took place.
Peer Coaching Proposal
Differentiated Supervision
Tulpehocken Area School District
Name:
School Year:
Building:
Assignment:
List all of the peers involved in this peer coaching activity.
A minimum of 3 classroom visitations of each team member must be conducted. Please provide a
timeline for others to visit your classroom and a timeline for them to provide corresponding feedback.
Classroom Visitation Timeline
1.
2.
3.
Peer Feedback Timeline
Peer(s)
List 3-4 components from the Danielson Framework that will be the focus of your own professional
growth during this year. These must be shared with your peer coaching team prior to the first peer
visitation (use your last observation to identify areas for growth).
Component
Number/Letter
Example: 2b
Component Description
Example: Establishing a Culture for Learning
Peer coaching activities should focus specifically on the components above and generally on all four of
the domains. Danielson’s Framework Rubrics should be used by the peer coaches to help provide
feedback and facilitate discussions about teaching and learning. Feedback about the coaching visitations
is to be shared only with the peers involved in this activity and not with administration or other
professional staff.*
Please describe your goals as related to these 3-4 areas.
*Walkthrough observations will also be used to determine a final evaluation rating for each of the four
domains.
Professional Employee Signature____________________________________ Date ______________________
Administrator Approval ______________________________________________ Date______________________
1
Progress Report
Differentiated Supervision
Tulpehocken Area School District
(Completed mid-year and end-of-year)
Name:
School Year:
Building:
Assignment:
Please check the type of differentiated project:
Action Research
Peer Coaching
Portfolio
Type of Report:
Mid-Year
End-of-year
Please describe the progress you have made on your Differentiated Supervision project during this
semester.
Date of Review Meeting: ______________
Administrator Comments from Review Meeting:
Professional Employee Signature____________________________________ Date ______________________
Administrator Signature ______________________________________________ Date______________________
2
Teacher Observation Rubrics for Tulpehocken Area School District
Teacher Name:
Self-Evaluation
Administrator Evaluation
Domain 1: Planning and Preparation
Needs Improvement
Proficient
Teacher is familiar with the
Teacher displays solid
important concepts in the
knowledge of the important
discipline but displays lack of concepts in the discipline
awareness of how these
and the ways they relate to
concepts relate to one
one another. Teacher’s plans
another. Teacher’s plans and and practice reflect accurate
practice indicate some
understanding of prerequisite
awareness of prerequisite
relationships among topics
relationships, although such
and concepts. Teacher’s
knowledge may be
plans and practice reflect
inaccurate or incomplete.
familiarity with a wide range
Teacher’s plans and practice of effective pedagogical
reflect a limited range of
approaches in the discipline.
pedagogical approaches to
the discipline or to the
students.
Component
1a.
Knowledge of
Content and
Pedagogy
Failing
In planning and practice,
teacher makes content
errors or does not correct
errors made by students.
Teacher’s plans and
practice display little
understanding of
prerequisite relationships
important to student’s
learning of the content.
Teacher displays little or
no understanding of the
range of pedagogical
approaches suitable to
student’s learning of the
content.
1b.
Demonstrating
Knowledge of
Students
Teacher demonstrates
little or no understanding
of how students learn and
little knowledge of
students’ backgrounds,
cultures, skills, language
proficiency, interests, and
special needs and does
not seek such
understanding.
Teacher indicates the
importance of understanding how students learn
and the students’
backgrounds, cultures, skills,
language proficiency,
interests, and special needs,
and attains this knowledge
about the class as a whole.
Teacher does not
understand child
development characteristics
and has unrealistic
expectations for students.
Teacher does not try to
ascertain varied ability levels
among students in the class.
Teacher is not aware of
student interests or cultural
heritages. Teacher takes no
responsibility to learn about
students’ medical or learning
disabilities.
1c.
Setting
Instructional
Outcomes
Outcomes represent low
expectations for students
and lack of rigor, and not
all of them reflect
important learning in the
discipline. Outcomes are
stated as activities rather
than as student learning.
Outcomes reflect only one
type of learning and only
one discipline or strand
and are suitable for only
some students.
Most outcomes represent
rigorous and important
learning in the discipline.
All the instructional
outcomes are clear, are
written in the form of student
learning, and suggest viable
methods of assessment.
Outcomes reflect several
different types of learning
and opportunities for
coordination. Outcomes
take into account the varying
needs of groups of students.
1d.
Demonstrating
Knowledge of
Resources
Teacher is unaware of
school or district resources
for classroom use, for the
expansion of his or her
own knowledge, or for
students.
Outcomes represent
moderately high
expectations and rigor.
Some reflect important
learning in the discipline and
consist of a combination of
outcomes and activities.
Outcomes reflect several
types of learning, but teacher
has made no attempt at
coordination or integration.
Most of the outcomes are
suitable for most of the
students in the class in
accordance with global
assessments of student
learning.
Teacher displays basic
awareness of school or
district resources available
for classroom use, for the
expansion of his or her own
knowledge, and for students,
but no knowledge of
resources available more
broadly.
3
Teacher displays awareness
of resources—not only
through the school and
district but also through
sources external to the
school and on the Internet—
available for classroom use,
for the expansion of his or
her own knowledge, and for
students.
Distinguished
Teacher displays extensive
knowledge of the important concepts
in the discipline and the ways they
relate both to one another and to
other disciplines.
Teacher’s plans and practice reflect
understanding of prerequisite
relationships among topics and
concepts and provide a link to
necessary cognitive structures
needed by students to ensure
understanding.
Teacher’s plans and practice reflect
familiarity with a wide range of
effective pedagogical approaches in
the discipline, anticipating student
misconceptions.
Teacher cites developmental theory
but does not seek to integrate it into
lesson planning. Teacher is aware of
the different ability levels in the class
but tends to teach to the “whole
group.” The teacher recognizes that
children have different interests and
cultural backgrounds but rarely draws
on their contributions or differentiates
materials to accommodate those
differences. The teacher is aware of
medical issues and learning
disabilities with some students but
does not seek to understand the
implications of that knowledge.
All outcomes represent rigorous and
important learning in the discipline.
The outcomes are clear, are written in
the form of student learning, and
permit viable methods of assessment.
Outcomes reflect several different
types of learning and, where
appropriate, represent opportunities
for both coordination and integration.
Outcomes take into account the
varying needs of individual students.
Teacher displays extensive
knowledge of resources—not only
through the school and district but
also in the community, through
professional organizations and
universities, and on the Internet—for
classroom use, for the expansion of
his or her own knowledge, and for
students.
Component
1e.
Designing
Coherent
Instruction
Failing
The series of learning
experiences is poorly
aligned with the
instructional outcomes and
does not represent a
coherent structure.
The activities are not
designed to engage
students in active
intellectual activity and
have unrealistic time
allocations. Instructional
groups do not support the
instructional outcomes and
offer no variety.
Needs Improvement
Some of the learning
activities and materials are
suitable to the instructional
outcomes and represent a
moderate cognitive
challenge but with no
differentiation for different
students. Instructional
groups partially support the
instructional outcomes, with
an effort by the teacher at
providing some variety.
The lesson or unit has a
recognizable structure; the
progression of activities is
uneven, with most time
allocations reason- able.
1f.
Designing
Student
Assessments
Assessment procedures
are not congruent with
instructional outcomes; the
proposed approach
contains no criteria or
standards.
Teacher has no plan to
incorporate formative
assessment in the lesson
or unit nor any plan to use
assessment results in
designing future
instruction.
Some of the instructional
outcomes are assessed
through the proposed
approach, but others are not.
Assessment criteria and
standards have been
developed, but they are not
clear.
Approach to the use of
formative assessment is
rudimentary, including only
some of the instructional
outcomes.
Teacher intends to use
assessment results to plan
for future instruction for the
class as a whole.
Component
2a.
Creating an
Environment
of Respect
and Rapport
Failing
Patterns of classroom
interactions, both between
the teacher and students
and among students, are
mostly negative,
inappropriate, or
insensitive to students’
ages, cultural
backgrounds, and
developmental levels.
Interactions are
characterized by sarcasm,
put-downs, or conflict.
Teacher does not deal
with disrespectful
behavior.
Proficient
Teacher coordinates
knowledge of content, of
students, and of resources,
to design a series of learning
experiences aligned to
instructional outcomes and
suitable to groups of
students. The learning
activities have reasonable
time allocations; they
represent significant
cognitive challenge, with
some differentiation for
different groups of students.
The lesson or unit has a
clear structure, with
appropriate and varied use
of instructional groups.
Teacher’s plan for student
assessment is aligned with
the instructional outcomes;
assessment methodologies
may have been adapted for
groups of students.
Assessment criteria and
standards are clear. Teacher
has a well-developed
strategy for using formative
assessment and has
designed particular
approaches to be used.
Teacher intends to use
assessment results to plan
for future instruction for
groups of students.
Domain II: Classroom Environment
Needs Improvement
Proficient
Patterns of classroom
Teacher-student interactions
interactions, both between
are friendly and demonstrate
the teacher and students and general caring and respect.
among students, are
Such interactions are
generally appropriate but
appropriate to the ages of
may reflect occasional
the students. Students
inconsistencies, favoritism,
exhibit respect for the
and disregard for students’
teacher. Inter- actions
ages, cultures, and
among students are
developmental levels.
generally polite and
Students rarely demonstrate respectful. Teacher
disrespect for one another.
responds successfully to
Teacher attempts to respond disrespectful behavior
to disrespectful behavior,
among students. The net
with uneven results. The net result of the interactions is
result of the interactions is
polite and respectful, but
neutral, conveying neither
impersonal.
warmth nor conflict.
4
Distinguished
Plans represent the coordination of indepth content knowledge,
understanding of different students’
needs, and available resources
(including technology), resulting in a
series of learning activities designed
to engage students in high-level
cognitive activity. Learning activities
are differentiated appropriately for
individual learners. Instructional
groups are varied appropriately with
some opportunity for student choice.
The lesson’s or unit’s structure is
clear and allows for different
pathways according to diverse
student needs.
Teacher’s plan for student
assessment is fully aligned with the
instructional outcomes and has clear
criteria and standards that show
evidence of student contribution to
their development.
Assessment methodologies have
been adapted for individual students,
as needed.
The approach to using formative
assessment is well designed and
includes student as well as teacher
use of the assessment information.
Teacher intends to use assessment
results to plan future instruction for
individual students.
Distinguished
Classroom interactions among the
teacher and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students as individuals. Students
exhibit respect for the teacher and
contribute to high levels of civil
interaction between all members of
the class. The net result of
interactions is that of connections with
students as individuals.
Component
2b.
Establishing a
Culture for
Learning
Failing
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning
and/or little or no
investment of student
energy into the task at
hand. Hard work is not
expected or valued.
Medium or low
expectations for student
achievement are the norm,
with high expectations for
learning reserved for only
one or two students.
2c.
Managing
Classroom
Procedures
Much instructional time is
lost through inefficient
classroom routines and
procedures. There is little
or no evidence that the
teacher is managing
instructional groups,
transitions, and/or the
handling of materials and
supplies effectively. There
is little evidence that
students know or follow
established routines.
2d.
Managing
Student
Behavior
There appear to be no
established standards of
conduct and little or no
teacher monitoring of
student behavior.
Students challenge the
standards of conduct.
Response to students’
misbehavior is repressive
or disrespectful of student
dignity.
2e.
Organizing
Physical
Space
The physical environment
is unsafe, or many
students don’t have
access to learning
resources. There is poor
coordination between the
les- son activities and the
arrangement of furniture
and resources, including
computer technology.
Needs Improvement
The classroom culture is
characterized by little
commitment to learning by
teacher or students. The
teacher appears to be only
going through the motions,
and students indicate that
they are interested in
completion of a task, rather
than quality. The teacher
conveys that student
success is the result of
natural ability rather than
hard work; high expectations
for learning are reserved for
those students thought to
have a natural aptitude for
the subject.
Some instructional time is
lost through only partially
effective classroom routines
and procedures. The
teacher’s management of
instructional groups,
transitions, and/or the
handling of materials and
supplies is inconsistent, the
result being some disruption
of learning. With regular
guidance and prompting,
students follow established
routines.
Standards of conduct appear
to have been established,
but their implementation is
inconsistent.
Teacher tries, with uneven
results, to monitor student
behavior and respond to
student misbehavior.
There is inconsistent
implementation of the
standards of conduct.
Proficient
The classroom culture is a
cognitively busy place where
learning is valued by all, with
high expectations for
learning being the norm for
most students.
The teacher conveys that
with hard work students can
be successful. Students
understand their role as
learners and consistently
expend effort to learn.
Classroom interactions
support learning and hard
work.
Distinguished
The classroom culture is a cognitively
vibrant place, characterized by a
shared belief in the importance of
learning. The teacher conveys high
expectations for learning by all
students and insists on hard work.
Students assume responsibility for
high quality by initiating
improvements, making revisions,
adding detail, and/or helping peers.
There is little loss of
instructional time because of
effective classroom routines
and procedures. The
teacher’s management of
instructional groups and the
handling of materials and
supplies are consistently
successful. With minimal
guidance and prompting,
students follow established
classroom routines.
Instructional time is maximized
because of efficient classroom
routines and procedures.
Students contribute to the
management of instructional groups,
transitions, and the handling of
materials and supplies.
Routines are well understood and
may be initiated by students.
Student behavior is generally
appropriate.
The teacher monitors
student behavior against
established standards of
conduct.
Teacher response to student
misbehavior is consistent,
proportionate, respectful to
students, and effective.
The classroom is safe, and
essential learning is
accessible to most students.
The teacher’s use of physical
resources, including
computer technology, is
moderately effective.
Teacher makes some
attempt to modify the
physical arrangement to suit
learning activities, with
partial success.
The classroom is safe, and
learning is accessible to all
students; teacher ensures
that the physical
arrangement is appropriate
to the learning activities.
Teacher makes effective use
of physical resources,
including computer
technology.
Student behavior is entirely
appropriate.
Students take an active role in
monitoring their own behavior and
that of other students against
standards of conduct.
Teachers’ monitoring of student
behavior is subtle and preventive.
Teacher’s response to student
misbehavior is sensitive to individual
student needs and respects students’
dignity.
The classroom is safe, and learning is
accessible to all students, including
those with special needs. Teacher
makes effective use of physical
resources, including computer
technology. The teacher ensures that
the physical arrangement is
appropriate to the learning activities.
Students contribute to the use or
adaptation of the physical
environment to advance learning.
5
Component
3a.
Communicating
with Students
Failing
The instructional purpose
of the lesson is unclear to
students, and the
directions and procedures
are confusing. The
teacher’s explanation of
the content contains major
errors. The teacher’s
spoken or written
language contains errors
of grammar or syntax. The
teacher’s vocabulary is
inappropriate, vague, or
used incorrectly, leaving
students confused.
3b.
Questioning and
Discussion
Techniques
Teacher’s questions are
of low cognitive challenge,
require single correct
responses, and are asked
in rapid succession.
Interaction between
teacher and students is
predominantly recitation
style, with the teacher
mediating all questions
and answers.
A few students dominate
the discussion.
3c.
Engaging
Students in
Learning
The learning tasks and
activities, materials,
resources, instructional
groups and technology
are poorly aligned with the
instructional outcomes or
require only rote
responses.
The pace of the lesson is
too slow or too rushed.
Few students are
intellectually engaged or
interested.
Domain III: Instruction
Needs Improvement
Proficient
The teacher’s attempt to
The teacher clearly
explain the instructional
communicates instructional
purpose has only limited
purpose of the lesson,
success, and/or directions
including where it is situated
and procedures must be
within broader learning, and
clarified after initial student
explains procedures and
confusion. The teacher’s
directions clearly.
explanation of the content
Teacher’s explanation of
may contain minor errors;
content is well scaffolded,
some portions are clear;
clear and accurate, and
other portions are difficult to connects with students’
follow. The teacher’s
knowledge and experience.
explanation consists of a
During the explanation of
monologue, with no
content, the teacher invites
invitation to the students for
student intellectual
intellectual engagement.
engagement. Teacher’s
Teacher’s spoken language
spoken and written language
is correct; how- ever, his or
is clear and correct and uses
her vocabulary is limited, or
vocabulary appropriate to
not fully appropriate to the
the students’ ages and
students’ ages or
interests.
backgrounds.
Teacher’s questions lead
Although the teacher may
students through a single
use some low-level
path of inquiry, with answers questions, he or she asks
seemingly determined in
the students questions
advance. Alternatively, the
designed to promote
teacher attempts to frame
thinking and understanding.
some questions designed to Teacher creates a genuine
promote student thinking
discussion among students,
and understanding, but only providing adequate time for
a few students are involved. students to respond and
Teacher attempts to engage stepping aside when
all students in the discussion appropriate. Teacher
and to encourage them to
successfully engages most
respond to one another, but students in the discussion,
with uneven results.
employing a range of
strategies to ensure that
most students are heard.
The learning tasks and
The learning tasks and
activities are partially
activities are aligned with the
aligned with the instructional instructional outcomes and
out- comes but require only
designed to challenge
minimal thinking by
student thinking, the result
students, allowing most to
being that most students
be passive or merely
display active intellectual
compliant. The pacing of the engagement with important
lesson may not provide
and challenging content and
students the time needed to are supported in that
be intellectually engaged.
engagement by teacher
scaffolding. The pacing of
the lesson is appropriate,
providing most students the
time needed to be
intellectually engaged.
6
Distinguished
The teacher links the instructional
purpose of the lesson to student
interests; the directions and
procedures are clear and anticipate
possible student misunderstanding.
The teacher’s explanation of content
is thorough and clear, developing
conceptual understanding through
artful scaffolding and connecting with
students’ interests. Students
contribute to extending the content
and help explain concepts to their
classmates. The teacher’s spoken
and written language is expressive,
and the teacher finds opportunities to
extend students’ vocabularies.
Teacher uses a variety or series of
questions or prompts to challenge
students cognitively, advance highlevel thinking and discourse, and
promote metacognition. Students
formulate many questions, initiate
topics, and make unsolicited
contributions. Students themselves
ensure that all voices are heard in the
discussion.
Virtually all students are intellectually
engaged in challenging content
through well-designed learning tasks
and suitable scaffolding by the
teacher and fully aligned with the
instructional outcomes. In addition,
there is evidence of some student
initiation of inquiry and of student
contribution to the exploration of
important content. The pacing of the
lesson provides students the time
needed to intellectually engage with
and reflect upon their learning and to
consolidate their understanding.
Students may have some choice in
how they complete tasks and may
serve as resources for one another.
Component
3d.
Using
Assessment in
Instruction
Failing
There is little or no
assessment or monitoring
of student learning;
feedback is absent or of
poor quality.
Students do not appear to
be aware of the
assessment criteria and
do not engage in selfassessment.
3e.
Demonstrating
Flexibility and
Responsiveness
Teacher adheres to the
instruction plan in spite of
evidence of poor student
understanding or lack of
interest. Teacher ignores
student questions; when
students experience
difficulty, the teacher
blames the students or
their home environment.
Component
4a.
Reflecting on
Teaching
Failing
Teacher does not know
whether a lesson was
effective or achieved its
instructional outcomes, or
he/she profoundly
misjudges the success of
a lesson. Teacher has no
suggestions for how a lesson could be improved.
4b.
Maintaining
Accurate
Records
Teacher’s system for
maintaining information on
student completion of
assignments and student
progress in learning is
nonexistent or in disarray.
Teacher’s records for noninstructional activities are
in disarray, resulting in
errors and confusion.
Needs Improvement
Assessment is used
sporadically by teacher
and/or students to support
instruction through some
monitoring of progress in
learning. Feedback to
students is general, students
appear to be only partially
aware of the assessment
criteria used to evaluate
their work, and few assess
their own work. Questions,
prompts, and assessments
are rarely used to diagnose
evidence of learning
Teacher attempts to modify
the lesson when needed
and to respond to student
questions and interests, with
moderate success. Teacher
accepts responsibility for
student success but has
only a limited repertoire of
strategies to draw upon.
Proficient
Assessment is used
regularly by teacher and/or
students during the lesson
through monitoring of
learning progress and
results in accurate, specific
feedback that advances
learning. Students appear to
be aware of the assessment
criteria; some of them
engage in self-assessment.
Questions, prompts,
assessments are used to
diagnose evidence of
learning.
Teacher promotes the
successful learning of all
students, making minor
adjustments as needed to
instruction plans and
accommodating student
questions, needs, and
interests. Drawing on a
broad repertoire of
strategies, the teacher
persists in seeking
approaches for students
who have difficulty learning.
Domain IV: Professional Responsibilities
Needs Improvement
Proficient
Teacher has a generally
Teacher makes an accurate
accurate impression of a
assessment of a lesson’s
lesson’s effectiveness and
effectiveness and the extent
the extent to which
to which it achieved its
instructional outcomes were instructional outcomes and
met. Teacher makes general can cite general references
suggestions about how a
to support the judgment.
lesson could be improved.
Teacher makes a few
specific suggestions of what
could be tried another time
the lesson is taught.
Teacher’s system for
Teacher’s system for
maintaining information on
maintaining information on
student completion of
student completion of
assignments and student
assignments, student
progress in learning is
progress in learning, and
rudimentary and only
non-instructional records is
partially effective. Teacher’s fully effective.
records for non-instructional
activities are adequate but
require frequent monitoring
to avoid errors.
7
Distinguished
Assessment is fully integrated into
instruction through extensive use of
formative assessment.
Students appear to be aware of, and
there is some evidence that they
have contributed to, the assessment
criteria. Students self-assess and
monitor their progress. A variety of
feedback, from both their teacher and
their peers, is accurate, specific, and
advances learning. Questions,
prompts, assessments are used
regularly to diagnose evidence of
learning by individual students.
Teacher seizes an opportunity to
enhance learning, building on a
spontaneous event or student
interests, or successfully adjusts and
differentiates instruction to address
individual student misunderstandings.
Teacher persists in seeking effective
approaches for students who need
help, using an extensive repertoire of
instructional strategies and soliciting
additional resources from the school
or community.
Distinguished
Teacher makes a thoughtful and
accurate assessment of a lesson’s
effectiveness and the extent to which
it achieved its instructional outcomes, citing many specific examples
from the lesson and weighing the
relative strengths of each. Drawing
on an extensive repertoire of skills,
teacher offers specific alternative
actions, complete with the probable
success of different courses of action.
Teacher’s system for maintaining
information on student completion of
assignments, student progress in
learning, and non-instructional
records is fully effective. Students
contribute information and participate
in maintaining the records.
Component
4c.
Communicating
with Families
Failing
Teacher communication
with families— about the
instructional program,
about individual
students—is sporadic or
culturally inappropriate.
Teacher makes no
attempt to engage families
in the instructional
program.
4d.
Participating in
a Professional
Community
Teacher’s relationships
with colleagues are
negative or self-serving.
Teacher avoids
participation in a
professional culture of
inquiry, resisting
opportunities to become
involved. Teacher avoids
becoming involved in
school events or school
and district projects.
4e.
Growing and
Developing
Professionally
Teacher engages in no
professional development
activities to enhance
knowledge or skill.
Teacher resists feedback
on teaching performance
from either supervisors or
more experienced
colleagues. Teacher
makes no effort to share
knowledge with others or
to assume professional
responsibilities.
Teacher displays
dishonesty in interactions
with colleagues, students,
and the public. Teacher is
not alert to students’
needs and contributes to
school practices that
result in some students’
being ill served by the
school. Teacher makes
decisions and
recommendations based
on self-serving interests.
Teacher does not comply
with school and district
regulations.
4f.
Showing
Professionalism
Needs Improvement
Teacher makes sporadic
attempts to communicate
with families about the
instructional program and
about the progress of
individual students but does
not attempt to engage
families in the instructional
program. Communications
are one-way and not always
appropriate to the cultural
norms of those families.
Teacher maintains cordial
relationships with colleagues
to fulfill duties that the
school or district requires.
Teacher becomes involved
in the school’s culture of
professional inquiry when
invited to do so. Teacher
participates in school events
and school and district
projects when specifically
asked to do so.
Proficient
Teacher communicates
frequently with families
about the instructional
program and conveys
information about individual
student progress. Teacher
makes some attempts to
engage families in the
instructional program.
Information to families is
conveyed in a culturally
appropriate manner.
Teacher’s relationships with
colleagues are characterized
by mutual support and
cooperation; teacher actively
participates in a culture of
professional inquiry.
Teacher volunteers to
participate in school events
and in school and district
projects, making a
substantial contribution.
Teacher participates in
professional activities to a
limited extent when they are
convenient. Teacher
accepts, with some
reluctance, feedback on
teaching performance from
both supervisors and
colleagues. Teacher finds
limited ways to contribute to
the profession.
Teacher seeks out
opportunities for
professional development to
enhance content knowledge
and pedagogical skill.
Teacher welcomes feedback
from colleagues—either
when made by supervisors
or when opportunities arise
through professional
collaboration. Teacher
participates actively in
assisting other educators.
Teacher displays high
standards of honesty,
integrity, and confidentiality
in interactions with
colleagues, students, and
the public. Teacher is active
in serving students, working
to ensure that all students
receive a fair opportunity to
succeed. Teacher maintains
an open mind in team or
departmental decision
making. Teacher complies
fully with school and district
regulations.
Teacher is honest in
interactions with colleagues, students, and the
public. Teacher attempts,
though inconsistently, to
serve students. Teacher
does not knowingly
contribute to some students’
being ill served by the
school. Teacher’s decisions
and recommendations are
based on limited but
genuinely professional
considerations. Teacher
complies minimally with
school and district
regulations, doing just
enough to get by.
8
Distinguished
Teacher’s communication with
families is frequent and sensitive to
cultural traditions, with students
contributing to the communication.
Response to family concerns is
handled with professional and cultural
sensitivity. Teacher’s efforts to
engage families in the instructional
program are frequent and successful.
Teacher’s relationships with
colleagues are characterized by
mutual support and cooperation, with
the teacher taking initiative in
assuming leadership among the
faculty. Teacher takes a leadership
role in promoting a culture of
professional inquiry. Teacher
volunteers to participate in school
events and district projects making a
substantial contribution, and
assuming a leadership role in at least
one aspect of school or district life.
Teacher seeks out opportunities for
professional development and makes
a systematic effort to conduct action
research. Teacher seeks out
feedback on teaching from both
supervisors and colleagues. Teacher
initiates important activities to
contribute to the profession.
Teacher takes a leadership role with
colleagues and can be counted on to
hold to the highest standards of
honesty, integrity, and confidentiality.
Teacher is highly proactive in serving
students, seeking out resources
when needed. Teacher makes a
concerted effort to challenge negative
attitudes or practices to ensure that
all students, particularly those
traditionally under- served, are
honored in the school. Teacher takes
a leadership role in team or
departmental decision making and
helps ensure that such decisions are
based on the highest professional
standards. Teacher complies fully
with school and district regulations,
taking a leadership role with colleagues.